Lesson Plan: English World 2, Day 1

Posted on September 14, 2012 by

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If you haven’t already seen TLG’s new lesson planning forms, they’re quite nice. Go ahead and take a look. This lesson plan will use that form as a framework. Notes can be found below the plan.

Our complete guide to lesson planning can be found here.

Lesson Plan: Welcome to English World 2!
Local English Teacher: Ana TLG Volunteer: Neal Z.
Grade: 2-4 English World Textbook Level: 2
Lesson Objectives/Target Language:
Goals:
– review/teach basic classroom language: say, stand up, sit down, raise your hands, shh
– review/teach basic greetings/address: hello, everybody, what’s your name?, my name is, (names)
– establish a routine
EW2 Language:
My name’s…
What’s your name…
What is it?
It is…
Is it…?
Classroom objects: desk, chair, book, bag, pen, pencil, ruler, rubber, pencil case
Materials:
– chalk
– crayons/markers
– paper
– pencils
– classroom realia
Brief Description of the Lesson, Activities:

1. Introduction Call and Response (2 min, review)
Write “Hello, Mr. Z” and “Hello, Ms. Ana” on the board. Do the following drills as needed:
TLGV: “Hello, I’m Mr. Z” (point to Hello, Mr. Z)
Class: “Hello Mr. Z.”
TLGV: “Hello, everybody!”
Class: “Hello, Mr. Z!”
LET: “Hello, I’m Ms. Ana.”
Class: “Hello Ms. Ana.
TLGV: “Hello, everybody!”
Class: “Hello, Ms. Ana!”

2. Everybody Shhh! (1 min)
Put your finger over your lips and say “shhh”. LET explains if necessary that students are to do the same. Wait for quiet.

3. Writing Exercise + Attendance (5 min, review)
Tell the students to look at PB p. 6-7. Ask them to write down all the people, places, and things they see. EG tree, bird, ball, Mr. Jolly, etc. Go around and check spelling, prompt students who need help. LET can use this time to take attendance if needed.

4. Pair exercise (3 min, review)
Students work in pairs. One student reads five of the words he/she wrote, the partner must point to the correct object in the picture. Then switch. Let students show off their scores by saying “raise your hand if you got 5” and “raise your hand if you got 4”. Teachers will need to supervise pairs closely.

5. Who is doing what? (3 min, review)
Split the class into two teams by rows. Each teacher asks questions about the picture, like “What is Mr. Jolly doing?” or “Who is jumping?” or “who has got cakes?” At the end teachers compare how many questions their team answered!

6. Student Nametags (5 min, production)
Students make nametags using paper and dark colors. Teachers make sure they write legibly. While students are drawing/coloring, teachers go around and have short 1-on-1 introductions (hello, what’s your name, nice to meet you, etc.) and check spelling and legibility.

7. What is your name? (5 min, game/practice)
Collect all the nametags and distribute them at random. Students walk around and find the owner of each nametag. If necessary they ask each other “what is your name”. Make sure they use English!
At the end, use “shhh” and “everybody sit down” to bring class to order.

8. Dialogues (4 min, review)
Play dialogue for PB 8. Students listen, then listen and repeat, then recite (separately or as a class).

9. What is it? (3 min, review)
Have students complete writing exercises on p.8-9. Pick volunteers to ask and answer questions on p.9. Both teachers check writing exercises for spelling/handwriting.

10. What is it? Realia (2 min, practice)
Ask the same questions (What is it, is it a?) using realia from the classroom.

10. Simon Says (3 min, game)
Play Simon Says. Make sure to cover stand up, sit down, jump, hands up, hands down, and “shhh.”

11. Teacher Q&A (3 min, production)
Let the students raise their hands to ask questions about you (where are you from, how old are you, have you got a wife, etc.). This can get chaotic quickly so shut it down with “shhhh” if the kids start piling on questions and shouting.

12. Goodbye! (1 min, review)
Practice the dialogue:
TLGV: “Everybody, say goodbye!”
Class: “Goodbye!”
TLGV: “Everybody, say goodbye Ms. Ana!”
Class: “Goodbye, Ms. Ana!”
LET: “Goodbye, everybody!”
Class: “Goodbye, Ms. Ana!”
LET: “Everybody, say goodbye Mr. Z”
Class: “Goodbye, Mr. Z!”
TLGV: “Goodbye, everybody!”
Class: “Goodbye, Mr. Z!”

Assessment:
(to be filled in during/after class)

Notes on this lesson:

  • Remember to talk this whole thing over with your coteacher before attempting to use it. Make adjustments together if needed.
  • This lesson assumes a 40 minute class period. Adjust it depending on how long you have.
  • LET is your coteacher. TLGV is you. “Mr. Z” is my name (I find being called “NEELEE” obnoxious, so…) and Ana is my theoretical coteacher’s name. Make substitutions as you see fit.
  • This lesson goes up to page 9 in the PB. Make adjustments if you need to go faster or slower.
  • You can sort of assume that the class knows everything from English World 1, but don’t really count on it. These lessons should be a thorough review, and if you need to take more time with them – especially since kids this age will still read and write slowly – take the time. That said, the EW1 Pupil’s Book’s Table of Contents has a great summary of the material that was covered in that level.
  • You can use games and activities from the EW1 teacher’s book!
  • A major goal of this lesson is establishing a routine and some classroom management tools that you can use to keep things from getting out of hand. The “Hello” and “Goodbye” call-and-responses are simple, but establishing a ritualized greeting and… ungreeting… help in several ways. One, they put a definitive start and end on class, which helps put students in the right frame of mind at the beginning and lets them know they can’t start leaving class until the end. Two, they energize you and the class. Three, doing this in unison minimizes the chain of a thousand “hello”s and “goodbyes” that you will hear otherwise. Similarly, having a “shhhh” call and response gives you a ritualized tool for quieting the class and cuts down on the students yelling at each other to be quiet. If hearing fifteen eight-year-olds yelling “gachundi, bitcho!” over and over again doesn’t sound like a good classroom activity, teach them “shhh” from day one.
  • This lesson and the activities herein are only suggestions, based on my particular teaching style and my experience teaching in Tbilisi. Adjust it to suit yourself and your students. Your mileage may vary!
  • If you do end up using this lesson, please, give us feedback! Comments and questions are always appreciated.